Author Index - Subject Index Vol. 61, No. 4-5, 2018
Human Development 2018;61:309 –310 (Source: Human Development)
Source: Human Development - October 24, 2018 Category: Child Development Source Type: research
Affect, Modularity, and Evolutionary Psychology
Human Development (Source: Human Development)
Source: Human Development - October 8, 2018 Category: Child Development Source Type: research
Moral Development in the Early Years: When and How
Human Development (Source: Human Development)
Source: Human Development - October 4, 2018 Category: Child Development Source Type: research
New Beginnings: An Interactionist and Constructivist Approach to Early Moral Development
Orientations toward harming and helping others are central to morality. These orientations undergo major transformations in early life. This paper proposes an interactionist and constructivist approach to early moral development and discusses how children construct orientations toward harming and helping through everyday social interactions. A major developmental acquisition – typically evident by age 3 – is the ability to make judgments of right and wrong based on concerns with others’ welfare. The paper concludes by outlining issues for future research on the development of morality from infancy to childhood.Human ...
Source: Human Development - October 4, 2018 Category: Child Development Source Type: research
Normative Changes and Individual Differences in Early Moral Judgments: A Constructivist Developmental Perspective
This paper discusses the emergence and development of morality as a distinct form of social knowledge in early childhood. Drawing on social domain theory, we define morality in terms of individuals ’ concerns regarding others’ welfare, fair treatment, rights, and the equitable distribution of resources. Moral judgments are described as building on early predispositions but constructed through children’s varied social experiences. We highlight some of the morally relevant interactions in the first few years of life that contribute to early moral development and then summarize evidence regarding young children’s incr...
Source: Human Development - October 4, 2018 Category: Child Development Source Type: research
Young Children ’s Ability to Recognize and Challenge Unfair Treatment of Others in Group Contexts
Although human societies provide protection from harm and enable the construction of collaborative and mutually beneficial social structures, they also pave the way for social hierarchies that deny equal treatment to certain portions of the population. Moral judgments about fairness and equality, as well as stereotypes, biases, and prejudice, emerge as early as 3 and 4 years of age. Investigating young children ’s responses to the unfair treatment of others reveals that, beginning at 3–4 years of age, children often act on ingroup biases and do not yet challenge exclusion or rectify inequalities. By 5–6 years of age,...
Source: Human Development - October 4, 2018 Category: Child Development Source Type: research
The Normative Turn in Early Moral Development
The Cooperation Theory of moral development starts from the premise that morality is a special form of cooperation. Before 3 years of age, children help and share with others prosocially, and they collaborate with others in ways that foster a sense of equally deserving partners. But then, at around the age of 3, their social interactions are transformed by an emerging understanding of, and respect for, normative standards. Three-year-olds become capable of making and respecting joint commitments, treating collaborative partners fairly, enforcing social norms, and feeling guilty when they violate any of these. The almost si...
Source: Human Development - October 4, 2018 Category: Child Development Source Type: research
Infants ’ and Young Children’s Preferences for Prosocial over Antisocial Others
The nature of moral judgments is continuously debated by developmental psychologists. For instance, are moral judgments reason-based and/or emotion-based, and to what extent are moral judgments experience-dependent versus experience-independent? This paper discusses how methodological concerns impact the investigation of moral judgments and provides an emotion-based intuitive definition of morality that encourages the empirical exploration of whether moral evaluations emerge in the absence of relevant experience and before complex reasoning abilities arise. Evidence is reviewed suggesting that preverbal infants evaluate th...
Source: Human Development - October 4, 2018 Category: Child Development Source Type: research
Becoming Moral: Introduction to the Special Issue on Early Moral Development
Human Development (Source: Human Development)
Source: Human Development - October 4, 2018 Category: Child Development Source Type: research
Reimagining Social and Emotional Development: Accommodation and Resistance to Dominant Ideologies in the Identities and Friendships of Boys of Color
Human development is largely studied as a process of internalizing or accommodating to dominant cultural ideologies, with the implicit assumption that such a process is healthy and desirable. Ideologies, however, not only entail positive beliefs (e.g., family is important); they also contain dehumanizing ones (e.g., men are more important than women). Thus, some dominant ideologies must be resisted for healthy development. This paper draws from our longitudinal research with boys of color over three decades to reimagine social and emotional development as a process by which youth accommodate to and resist dominant ideologi...
Source: Human Development - October 4, 2018 Category: Child Development Source Type: research
Multimodal Revoicing as an Interactional Mechanism for Connecting Scientific and Everyday Concepts
A perpetual problem learners face is identifying which aspects of embodied experiences are relevant for appreciating the world in culturally specific ways. Vygotsky argued that social interactions with more competent cultural members provide arenas for linkingeveryday andscientific concepts. However, the precise interactional mechanisms of how these linkages are forged remain underexamined. I argue that understanding these mechanisms requires examining how intersubjectivity is built and maintained. I propose that ethnomethodological conversation analysis and the co-operative action framework provide a uniquely suited analy...
Source: Human Development - July 24, 2018 Category: Child Development Source Type: research
Metatheory and the Primacy of Conceptual Analysis in Developmental Science
The practice of science entails more than just repeated cycles of theory construction, hypothesis generation, and empirical investigation. Broader, metatheoretical levels of conceptualization necessarily condition all aspects of the research process, establishing the very meaning and sensibility of science ’s empirical and theoretical activities. When debate arises at these metatheoretical levels, it is the subject of conceptual analysis, not empirical investigation. In this article, we examine the overarching metatheoretical divide that lies at the heart of many key theoretical debates in science: the divide between a C...
Source: Human Development - July 4, 2018 Category: Child Development Source Type: research
Digging Deeper to Improve the Light
Human Development (Source: Human Development)
Source: Human Development - June 27, 2018 Category: Child Development Source Type: research
Reflections on Scaffolding and Semiotic Challenge
Human Development (Source: Human Development)
Source: Human Development - June 27, 2018 Category: Child Development Source Type: research
In Defense of a Developmental Theory of Intelligence: Response to the Commentators
Human Development 2018;61:1 –6 (Source: Human Development)
Source: Human Development - May 29, 2018 Category: Child Development Source Type: research
